Purpose Clinical swallow evaluation (CSE) is a critical skill that speech-language pathologists who manage swallowing impairment must learn. The objective of this mixed-methods study was to determine if using a human patient simulator (HPS) to train speech-language pathology graduate students in CSE improved knowledge, preparedness, and anxiety as compared to traditional instruction alone. CT1113 Method This was a controlled trial with repeated measures. Participants included graduate students from two cohorts who were enrolled in a swallowing disorders course in consecutive academic years (n = 50). Students in the experimental group participated in a simulation experience in which they performed a CSE on an HPS, generated a treatment plan, and communicated in real time with the HPS, the patient's wife, and a nurse. Quantitative results included quizzes that measured short- and long-term CSE knowledge, and qualitative findings included written feedback from instructors and students. Results Students who participated in simulation training had significantly higher long-term quiz accuracy than the control group, but their short-term quiz scores did not differ. Student ratings of preparedness and anxiety did not differ between the two groups. Many students reported that they appreciated practicing the use of patient-friendly language and preferred clinical simulation over traditional teaching methods. Facilitators reported that simulation increased student engagement and critical thinking skills more than traditional teaching methods. Conclusions CSE simulation provided objective and subjective advantages over traditional teaching methods. Recommendations from students and instructors for improving the CSE simulation training are reported. This study compared the differences in foot dimensions between children with and without Down syndrome using three-dimensional (3D) foot scans. 51 children with and 51 children without Down syndrome had a 3D scan taken of their right foot to compare the absolute and normalised (for height or foot length) measurements. Normalised foot length was shorter in children with Down syndrome (MD -11.62 mm, 95% CI -15.06 to -8.18,  < 0.001). When normalised for foot length, ball of foot length (MD 2.87 mm, 95% CI 1.17 to 4.58,  = 0.001), diagonal and horizontal foot width (MD 3.65 mm, 95% CI 1.65 to 5.66,  < 0.001; MD 4.80 mm, 95% CI 2.88 to 6.72,  < 0.001, respectively), ball and instep girth (MD 10.60 mm, 95% CI 5.96 to 15.25,  < 0.001; MD 7.92 mm, 95% CI 3.02 to 12.82,  = 0.002, respectively) and fifth toe height (MD 3.14 mm, 95% CI 2.22 to 4.07,  < 0.001) were greater in children with Down syndrome. Children with Down syndrome have shorter, wider feet with greater girth and fift shape of children with and without Down syndrome.Children with Down syndrome require wider, deeper footwear at a given length to accommodate their foot dimensions.These findings have implications for the manufacturing of population-specific footwear.The conventionally used constructed wetlands require modification/s to minimize clogging problems and space requirement. In this study, a field-scale baffled and biorack hybrid constructed wetland (BBHCW) was developed as a part of 42 KLD decentralized wastewater treatment (DWT) system at Walchand College of Engineering, Sangli (M.S.), India for domestic wastewater. Brickbats were used as support medium in the baffled portion and corrugated sheets in biorack. Mixed vegetation of Typha angustifolia and Canna indica was used in both baffled and biorack portions. BBHCW was operated under the dynamic conditions of flow (0.60-9.89 m3/m2 day) and strength (0.12-2.12 kg COD/m2 day) for 8 months. The performance was assessed for the removal of organic carbon and nitrogen with and without recirculation of treated effluent. Tracer studies showed that the hydraulic efficiency was satisfactory. COD, BOD3, and TKN removal is possible to an extent of 26.30 ± 1.36, 29.08 ± 2.43, and 19.39 ± 2.27%, respectively, under dynamiduced by fluctuating hydraulic loading rate (0.60-9.89 m3/m2 day) and organic loading rate (0.12-2.12 kg COD/m2 day). Programmatic assessment (PA) is an increasingly popular approach to competency-based assessment (CBA), yet evaluation evidence is limited. This study aimed to identify and explore supervisor attitudes before and after implementing a novel PA using a sequential explanatory mixed methods design. In phase one, a survey was used to identify supervisor perspectives on work-based placements, PA and CBA. Survey results were then applied to develop focus group questions to further explore supervisor attitudes. PA was found to improve supervisor-student relationships by removing high-stakes assessment decisions and creating greater capacity for feedback and teaching, leading to a productive learning environment. Assessment was perceived as an important role and supervisors wanted to feel valued and heard within PA. Trust was conceptualised as a triad between supervisor, student and university, and enabled supervisors to engage with PA which was important for success. Supervisor learning of PA was experiential and often supported by students, highlighting the need for hands-on training. Participants reported a high level of agreement with PA and CBA principles which may have made them amenable to educational change. Further research is needed to explore the experience of all stakeholders and to understand how worldviews and culture influence assessment initiatives.Participants reported a high level of agreement with PA and CBA principles which may have made them amenable to educational change. Further research is needed to explore the experience of all stakeholders and to understand how worldviews and culture influence assessment initiatives.Purpose This study investigated phonological and speech motor neural networks in children with residual speech sound disorder (RSSD) during an overt Syllable Repetition Task (SRT). Method Sixteen children with RSSD with /ɹ/ errors (6F [female]; ages 8;0-12;6 [years;months]) and 16 children with typically developing speech (TD; 8F; ages 8;5-13;7) completed a functional magnetic resonance imaging experiment. Children performed the SRT ("SRT-Early Sounds") with the phonemes /b, d, m, n, ɑ/ and an adapted version ("SRT-Late Sounds") with the phonemes /ɹ, s, l, tʃ, ɑ/. We compared the functional activation and transcribed production accuracy of the RSSD and TD groups during both conditions. Expected errors were not scored as inaccurate. Results No between-group or within-group differences in repetition accuracy were found on the SRT-Early Sounds or SRT-Late Sounds tasks at any syllable sequence length. On a first-level analysis of the tasks, the TD group showed expected patterns of activation for both the SRT-Early Sounds and SRT-Late Sounds, including activation in the left primary motor cortex, left premotor cortex, bilateral anterior cingulate, bilateral primary auditory cortex, bilateral superior temporal gyrus, and bilateral insula.